Age-Related Changes in Children's Understanding of Effort and Ability: Implications for Attribution Theory and Motivation

Autor/inn/en	Folmer, Amy S.; Cole, David A.; Sigal, Amanda B.; Benbow, Lovisa D.; Satterwhite, Lindsay F.; Swygert, Katherine E.; Ciesla, Jeffrey A.
Titel	Age-Related Changes in Children's Understanding of Effort and Ability: Implications for Attribution Theory and Motivation
Quelle	In: Journal of Experimental Child Psychology, 99 (2008) 2, S.114-134 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2007.09.003
Schlagwörter	Attribution Theory; Achievement Need; Motivation; Age; Children; Adolescents; Child Development; Academic Ability + Suchen Sie Ihr Suchwort? psychologische; Motivation (psychologisch); Alter; Lebensalter; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kindesentwicklung
Abstract	Building on Nicholls's earlier work, we examined developmental changes in children's understanding of effort and ability when faced with a negative outcome. In a sample of 166 children and adolescents (ages 5-15 years), younger children conflated the meaning of effort and ability, explaining that smart students work hard, whereas older children understood effort and ability to be reciprocally related constructs, explaining that smart students do not need to work as hard. Understanding the reciprocal relation between effort and ability was correlated with age. Age-related changes in the meaning and correlates of effort and ability were also examined. Developmental implications for attribution theory and achievement motivation are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10